Keywords

evidence-based medical education, instructional design, nursing education, branching cases

Abstract

This study explored evidence-based education in health professions education through three interrelated manuscripts. First, a scoping review of evidence-based medical education examined the use of the term “evidence-based” in the literature and the presence of evidence-based practices. The review analyzed numerous studies to understand how evidence-based education is defined and applied within the medical education community, highlighting key trends, gaps, and inconsistencies in the application of evidence-based principles. Next, a study employed an agile evidence-based instructional design (AVIDesign) model to create an evidence-based course in palliative care for medical students. This model integrated iterative development processes with evidence-based educational strategies, emphasizing flexibility and responsiveness to feedback. Utilizing transdisciplinary collaboration between faculty and instructional designers (ID), the study examined the use of the model to develop a course for medical students in palliative care. Results include faculty and ID perspectives on using the model, along with student and expert feedback on the materials developed for the course. The final study utilized the AVIDesign model to develop interactive branching case scenarios for a pediatric nursing course. These scenarios were designed to provide nursing students with evidence-based learning experiences that simulate the complexities of pediatric care. By incorporating interactive elements and multiple potential outcomes, the cases aimed to enhance clinical reasoning skills. The study involved continuous collaboration with pediatric nursing experts and instructional designers to refine the scenarios, ensuring they were both educationally effective and engaging for students. Together, these manuscripts illustrate the effectiveness of employing evidence-based design, agile methodologies, and collaborative input to create effective educational interventions in the health professions. They underscore the importance of acquiring, appraising, and applying evidence in developing effective learning interventions.

Completion Date

2024

Semester

Summer

Committee Chair

Atsusi, Hirumi

Degree

Doctor of Philosophy (Ph.D.)

College

College of Community Innovation and Education

Department

Education

Degree Program

Instructional Design and Technology

Format

application/pdf

Identifier

DP0028542

URL

https://purls.library.ucf.edu/go/DP0028542

Language

English

Release Date

8-15-2024

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Campus Location

Orlando (Main) Campus

Accessibility Status

Meets minimum standards for ETDs/HUTs

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