Aligning Theory and Design: The Development of an Online Learning Intervention to Teach Evidence-based Practice for Maximal Reach:

Global Advances in Health and Medicine

LouiseDelagran¹ 

关键词: Evidence-based practice;    design-based research;    GREET;    online learning;    learning theories;   

DOI  :  10.7453/gahmj.2015.072

学科分类：医学（综合）

来源: Sage Journals

【 摘 要 】

Background:Online educational interventions to teach evidence-based practice (EBP) are a promising mechanism for overcoming some of the barriers to incorporating research into practice. However, attention must be paid to aligning strategies with adult learning theories to achieve optimal outcomes.Methods:We describe the development of a series of short self-study modules, each covering a small set of learning objectives. Our approach, informed by design-based research (DBR), involved 6 phases: analysis, design, design evaluation, redesign, development/implementation, and evaluation. Participants were faculty and students in 3 health programs at a complementary and integrative educational institution.Results:We chose a reusable learning object approach that allowed us to apply 4 main learning theories: events of instruction, cognitive load, dual processing, and ARCS (attention, relevance, confidence, satisfaction). A formative design evaluation suggested that the identified theories and instructional appro...

【 授权许可】

CC BY