Experimental project to be used for self assessment-not to be used for anything
Instructional Design For Medical Terminology
Analysis Phase
| Trainer | Walter Johnson |
| Who are the learners and what are their characteristics? | Adult learners from all background |
| What is the desired new behavior? | The goals of this course is to have the learner acquire sufficient skills in the use of medical terminology so that they will be able to enter into any medical environment and situationally will be able to fully participate with minimum lag time. |
| Subject Matter Expert (SME) | Walter Johnson |
| Primary Client | Merritt Students |
| What types of learning constraints exist? | Cultural, language |
| What are the delivery options? | Canvas LMS, Video, POD, |
| Instructional Designer | Walter Johnson |
| What are the pedagogical considerations? | Using standard Online teaching pedagogical techniques with constant intervention, |
| What adult learning theory considerations apply? | Adult Learners' Traits :Self-direction, Practical and results-oriented, Less open-minded, Slower learning, yet more integrative knowledge, Use personal experience as a resource, Motivation, Multi-level responsibilities, High expectations |
| What is the timeline for project completion? | Semester based |
Upon successful completion of this course, the student will be able to:
- Identify and perform essential preparation tasks prior to entering a medical environment and appropriately respond effectively
- Manage your time, workload, and administrative issues pending to adjust your participation effectively
- Apply effective strategies for assessing an ongoing medical discourse
- Articulate a health worker’s role in a medical environment
- Develop appropriate strategies for promoting adaptive learning
- Evaluate medical situations and use the correct terminology to describe the situation
Development phase
| Follows Bloom’s Taxonomy Evaluate from Evaluation Category Develop from Synthesis Category Apply from Application category Articulate substituted for Point out from Analysis category Manage from Comprehension category Identify from Knowledge category |
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Implementation phase
| Using the California OEI Rubric the author has decided to base their approach on using an online LMS module | https://merritt.instructure.com/courses/396 |
Evaluation phase
The evaluation phase consists of two aspects formative and summative. Formative is carried out at each stage of the AIDDE process. while summative evaluation is conducted on finished instructional programs or products.