Modern instruction in medicine: An overview

Abstract

Background: Many physicians and other healthcare professionals have jobs at medical colleges and universities, and their job description include instruction and lecturing. In addition, many board-certified physicians are working in university and teaching hospitals have the responsibility of teaching physicians in their residency training. Therefore, not only medical instructors working at medical schools and colleges need to learn about and practice instruction methods. Therefore, there has been an increasing need for physicians to learn about modern instruction methods. The aim of this paper is to provide an overview of modern instruction in medicine. Materials and methods: The relevant scientific literatures were reviewed with the aim of providing an overview of modern instruction in medicine. Results: Modern instruction in medicine has become increasingly aiming at facilitating learning and acquiring skills rather than purely giving knowledge. The principles and concepts of modern instruction have been increasingly used by professional institutions during instruction, which is considered by these institutions as “Class training”. The design and organization of modern instruction have been increasingly improved with use of Bloom’s Taxonomy to write learning objectives and to design questions for the exams and assignments. Adopting the ideas of VAK/VARK learner’s preferences model and using a variety of instruction methods have also contributed to a more effective instruction. Malcolm’s concepts and principles of adult learning (Andragogy) have contributed to advancing modern instruction in medicine. Understanding the major learning theories (Behaviorism, constructivism and cognitivism) enabled the instructors in medicine to develop multiple perspectives into instruction as these theories served as multiple windows in a house that enables looking into the same room and getting different viewpoints from each window. The use of Donald Kirkpatrick’s methods to evaluate instruction has contributed to improving modern instruction through its methodological evaluation. In addition, many other ideas and theories have also contributed to the evolution and advancement of instruction in medicine including Skinner’s behaviorist model of learning (The operant conditioning), the ideas of John Dewey relevant instruction, constructivist learning theory, Jean Piaget’s cognitive theory, the practical applications of Jean Piaget ideas relevant to instruction, Lev Vygotsky ideas’ practical application ideas relevant to instruction including the zone of proximal development, and the concept of instructional scaffolding suggested by Jerome Seymour Brunerm. Conclusion: The most important concepts and theories that have contributed to the evolution and development of modern instruction in medicine include Bloom’s Taxonomy, VAK/VARK learner’s preferences model, Malcolm’s concepts and principles of adult learning (Andragogy), the major learning theories (Behaviorism, constructivism and cognitivism), and Donald Kirkpatrick’s methods of evaluation.