Instructional Design Theory - the 4C/ID Model
Summary
TLDRThis 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
📚 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.
Mindmap
Keywords
💡Instructional Design Model
💡Learning Tasks
💡Supportive Information
💡Procedural Information
💡Part Task Practice
💡Assessment Instruments
💡Cognitive Schema
💡Mental Models
💡Just-in-Time Learning
💡Competency Achievement
💡Reflection
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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