Instructional Design Theory - the 4C/ID Model

Summary

This video script reviews the 4C/ID model in medical education, focusing on learning tasks, supportive information, procedural information, and part-task practice. It explains how medical students progress through tasks with decreasing guidance, using reflection to solidify concepts. Supportive information aids in understanding and reasoning, while procedural information provides just-in-time guidance for task performance. Part-task practice emphasizes the automation of recurrent tasks, preparing students for real-world medical scenarios.

Takeaways

• 📚 The 4C/ID model is a framework for instructional design in medical education, consisting of four components: Learning Tasks, Supportive Information, Procedural Information, and Part Task Practice.
• 👨‍⚕️ Learning Tasks represent the physician's work, including both routine and non-routine tasks, with decreasing support as learners progress.
• 🔍 Diamonds in the model symbolize periods of learner reflection, which are crucial for solidifying learning concepts before moving on.
• 📈 The sequence of learning tasks is designed to increase in complexity, building on the competencies achieved in prior tasks.
• 📚 Supportive Information provides theoretical background and aids in problem-solving and reasoning, often in the form of readings, tutorials, or notes.
• 🤔 It helps learners compare their cognitive schemas with those of experts, facilitating deeper understanding of the learning tasks.
• 📝 Procedural Information is just-in-time guidance on how to perform specific aspects of a task, delivered in a step-by-step or corrective manner.
• ⏰ This component includes connecting procedural information units, identifying condition-action pairs, and analyzing prerequisite knowledge for task performance.
• 🔄 Part Task Practice focuses on the automatic and recurrent components of a task, promoting automaticity through repeated practice.
• 👨‍🏫 The model is illustrated through examples such as medical students learning about diabetes management, where each learning task builds upon the last.
• 🙏 The speaker expresses gratitude for reviewing the model and hopes the information is found informative and useful.

Q & A

What is the 4C/ID model mentioned in the script?

The 4C/ID model is an instructional design model that includes four components: learning tasks, supportive information, procedural information, and part-task practice.

What are learning tasks in the context of the 4C/ID model?

Learning tasks represent the work of a physician, including both routine and non-routine tasks. They are designed to increase in complexity, with each subsequent task building on the competencies achieved in prior tasks.

How does supportive information differ from procedural information in the 4C/ID model?

Supportive information provides the theoretical background and helps with problem-solving and reasoning, while procedural information offers step-by-step guidance or corrective feedback on how to perform specific aspects of a task.

What is the purpose of part-task practice in the 4C/ID model?

Part-task practice focuses on the automatic and recurrent components of a task, aiming to promote automaticity through repeated practice to strengthen performance.

Can you provide an example of a learning task from the script?

An example of a learning task mentioned in the script is medical students learning about patients with diabetes, which includes tasks such as class, diagnosis and treatment, management organization of the practice, and motivational interviewing.

What is the role of learner reflection in the 4C/ID model?

Learner reflection is depicted by the diamonds in the model and serves as a period for learners to solidify learning concepts before attempting the next task.

How does the 4C/ID model support the progression of learning from simple to complex tasks?

The 4C/ID model sequences learning tasks in a way that increases in complexity, ensuring that subsequent tasks rely on the competencies achieved in prior tasks.

What are the steps involved in the supportive information component of the 4C/ID model?

The steps include designing supportive information for learners, analyzing cognitive strategies of proficient task performers, and analyzing mental models that describe how the domain is organized.

What is the significance of just-in-time information in the procedural information component?

Just-in-time information in the procedural information component provides learners with immediate guidance or feedback on how to perform tasks, enhancing their ability to apply knowledge in real-time situations.

How does the 4C/ID model facilitate the integration of theory and practice in medical education?

The 4C/ID model integrates theory and practice by linking supportive information (theory) with learning tasks and procedural information (practice), ensuring that learners can apply theoretical knowledge to practical scenarios.

What is the significance of the sequential ordering of learning tasks in the 4C/ID model?

The sequential ordering of learning tasks in the 4C/ID model ensures that learners build upon previous knowledge and skills, gradually progressing from foundational to more advanced competencies.

Outlines

00:00

📚 Overview of the Four-Component Instructional Design Model

The paragraph introduces the Four-Component Instructional Design (4CID) model as it applies to medical education. It references an article by VandeWater found through PubMed that provides insights into the model. The 4CID model consists of four components: learning tasks, supportive information, procedural information, and part-task practice. Learning tasks are likened to the work of physicians, including both routine and non-routine tasks. The model suggests that as learners progress, there is less support and guidance, with periods of reflection denoted by diamonds. The design of learning tasks involves creating tasks, developing assessments, and sequencing them to build complexity. An example is provided with medical students learning about diabetes, with tasks ordered to increase in complexity.

Keywords

💡Instructional Design Model

An instructional design model is a framework used to structure educational programs and activities. In the context of the video, it specifically refers to the 4C/ID model, which is used to enhance medical education. The model is depicted in Figure 1 of the article and is central to the video's theme as it guides the structure and progression of medical learning tasks.

💡Learning Tasks

Learning tasks are activities that represent the work of a physician, encompassing both routine and non-routine tasks. They are central to the 4C/ID model and are designed to increase in complexity. In the video, an example is given where medical students learning about diabetes have four learning tasks, each building upon the competencies achieved in the previous one.

💡Supportive Information

Supportive information provides the theoretical background for a learning concept, aiding in problem-solving and reasoning. It is particularly useful for non-recurrent aspects of learning tasks. The video explains that supportive information can be in various forms such as books, web-based tutorials, or class notes, and it helps learners compare their understanding with that of experts.

💡Procedural Information

Procedural information is practical, step-by-step guidance provided to learners to perform specific aspects of a task. It is offered in a just-in-time manner, which means it is delivered when the learner needs it to perform a task. The video uses the example of a review of landmark assessments and a walkthrough of a lumbar puncture to illustrate procedural information.

💡Part Task Practice

Part task practice refers to the focused repetition of certain components of a task to achieve automaticity and proficiency. It is particularly relevant for tasks that are routine and need to be performed without conscious thought. The video uses the example of a third-year medical student practicing tying surgical knots to illustrate part task practice.

💡Assessment Instruments

Assessment instruments are tools used to evaluate a learner's progress and understanding. They are part of the learning tasks component of the 4C/ID model. The video mentions the development of these instruments as a step in designing learning tasks, implying their importance in medical education.

💡Cognitive Schema

Cognitive schema refers to the mental framework that individuals use to organize and interpret information. In the video, supportive information helps learners compare their cognitive schema with those of experts, which is crucial for understanding and mastering complex medical concepts.

💡Mental Models

Mental models are the internal representations that individuals have of how a domain or system works. The video discusses analyzing mental models as part of the supportive information component, which helps in understanding how the medical domain is organized and how experts think.

💡Just-in-Time Learning

Just-in-time learning is a teaching strategy where information is provided to learners at the moment they need it to perform a task. The video explains that procedural information is delivered in this manner, which is particularly useful for complex medical procedures that require immediate guidance.

💡Competency Achievement

Competency achievement refers to the mastery of specific skills or knowledge areas. In the video, it is mentioned that subsequent learning tasks rely on the competency achievement of prior tasks, indicating a progressive and sequential approach to medical education.

💡Reflection

Reflection is the process of thinking deeply about one's experiences and learning. The video mentions periods of learner reflection as a part of the 4C/ID model, where learners can solidify concepts before attempting more complex tasks. This process is crucial for deep learning and understanding in medical education.

Highlights

Review of the four-component instructional design model as it pertains to medical education.

Article by VandeWater et al. found through PubMed search.

Figure one depicts the four CID model and its components.

Learning tasks represent the physician's work, including routine and non-routine tasks.

Support and guidance decrease as learners progress.

Learner reflection depicted as diamonds, solidifying learning concepts.

Learning tasks include designing, assessing, and sequencing.

Example of learning tasks for medical students with diabetes.

Supportive information helps with problem-solving and reasoning.

Supportive information can come in various forms like books or web-based tutorials.

Procedural information provides just-in-time instructions for task performance.

Part-task practice focuses on automatic and recurrent aspects of a task.

Part-task practice promotes automaticity through repetition.

The four CID model components are designed to increase complexity in a sequential manner.

Supportive information is designed to be used throughout the learning process.

Procedural information connects units and identifies condition-action pairs.

The model emphasizes the importance of just-in-time information and feedback.

Thank you for reviewing the four-component instructional design model.

Transcripts

I wanted to briefly review the four

components instructional design model as

it pertains to medical education I found

an article by VandeWater at all through

a PubMed search that was rather

informative and I hope to review it for

you briefly here figure one from the

article nicely depicts the four cid

model and its four components learning

tasks supportive information procedural

information and part task practice

learning tasks are representative of the

physicians work these include both

routine and non-routine tasks as

evidenced by the circles here there is

less support and guidance offered as the

learner progresses through the program

the diamonds demonstrate periods of

learner reflection from which they can

solidify learning concepts prior to

their next attempt the steps involved in

learning tasks component of the four CIT

model include designing learning tasks

developing assessment instruments and

sequencing learning tasks for example as

referenced in the article medical

students learning about patients with

diabetes might have four learning tasks

class's diagnosis and treatment

management organization of the practice

and motivational interviewing these four

tasks classes have already been ordered

in a way that increases complexity such

that a subsequent task relies on

competency achievement in Prior tasks

classes the next component of the four

CID model is supportive information this

represents the theory of a particular

learning concept and helps with

problem-solving and reasoning typically

supportive information helps learners

with non-recurrent aspects of learning

tasks comparing their cognitive schema

with those of experts or other learners

and can come in the form of books

web-based tutorials or articles or class

notes figure three has two examples of

supportive information the first is Part

B which represents supportive

information for the whole task class

such as reading materials associated

with the learning topic Part F depicts

support of information throughout the

learning tasks such as performance

objectives or standards worked case

examples and cognitive feedback to

learners ultimately the supportive

information component is comprised of

three steps designing supportive

information that learners will use

through their learning

analyzing the cognitive strategies that

proficient task performers use when

presented with tasks classes and

analyzing the mental models that

describe how the domain is organized the

next component of the 4c ID model is a

procedural information which provides

learners with information on how to

perform or current aspects of a task in

a just-in-time fashion this can be their

step by step or in a corrective fashion

this is demonstrated in Figure three as

arrows offered in association with

learning tasks these can be as simple as

a review of landmark assessments and

verbally walking through a lumbar

puncture pre procedure or corrective

feedback after a failed intubation as to

how to more successfully complete the

task on the next attempt the three steps

of the procedural information component

involved connecting units of procedural

information while providing just-in-time

info on how tasks should be carried out

identifying the condition action pairs

that drive routine behaviors and

analyzing the knowledge that is

prerequisite to connection use of

cognitive rules the last component of

the four CID model is part task practice

which recognizes that some components of

a task are rather automatic and

recurrent I think of this as a

third-year medical student on surgery

who has suture tied to his scrubs and is

constantly tying surgeon nuts to get the

habit down as evidenced in Figure one

these part task practices have been

repeatedly to promote automaticity of

recurrent task aspects practice items

with just-in-time information and

compiled and strengthened rules of task

performance I want to thank you for

taking a look at this I hope you enjoyed

it and found it informative thank you

again have a good day

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