Motivational design to grab attention, establish relevance, build confidence, and achieve satisfaction about evidence‐based medicine for pharmacists

Abstract

AbstractIntroductionA primary challenge of effectively teaching evidence‐based medicine (EBM) is a lack of learner motivation for the topic. The objective was to evaluate an online, EBM course created using motivational design principles.MethodsAn online EBM continuing education course was designed and delivered to pharmacy residents. The validated Instructional Materials Motivation Survey (IMMS) and an open‐ended survey based on Keller's Attention, Relevance, Confidence, Satisfaction (ARCS) components were used to evaluate the design and instructional materials. A mixed‐methods approach was used to analyze the quantitative and qualitative data sources.ResultsTwenty‐six (96%) participants successfully completed the course. The overall mean score for the course was 87%. The mean IMMS score was 126.2 (standard deviation [SD] = 14.6). Mean scores for individual ARCS components were relevance 3.8 (SD = 1.0), confidence 3.7 (SD = 1.1), attention 3.4 (SD = 1.1), and satisfaction 3.0 (SD = 1.0). Design principles identified as being positive influencers of the ARCS components included organized and logical flow of activities, realistic examples and personalized application expectations, a manageable amount of effort and enough flexibility to fit into the busy practice position, and reminder prompts regarding upcoming due dates. The use of multiple learning formats (videos, readings, online discussions, etc.) emerged as positive influences of confidence and satisfaction.DiscussionEvidence‐based medicine can be a challenging topic for pharmacy learners. Motivational design was an effective strategy to help learners gain knowledge and skills related to EBM.