Aligning the Beginning and End: Instructional Design, Bloom’s Taxonomy, and Backward Design
DMU faculty and staff.
Curriculum Design and Evaluation
Curriculum development and evaluation in the modern health sciences environment poses many challenges from the perspective of course developers. Faculty members face an ever-increasing demand to develop integrated courses that incorporate active learning and that are also matched to assessment and program evaluation criteria. To meet this demand and provide quality education programs, faculty members must have a thorough understanding of course design. The IAMSE Spring Series will cover several key topics to help course directors design courses based on carefully planned objectives and expected student outcomes, assess student performance using several types of questions, and perform detailed program evaluation to help gauge course effectiveness and promote successful quality improvement. Session 1 will explore issues related to instructional design with emphasis on creating measurable learning objectives using Blooms Taxonomy, and utilizing a backwards design approach to course development. Session 2 will focus on how to use curriculum mapping to identify content gaps and undesired redundancy within programs. The next two sessions will demonstrate how to perform post-hoc multiple choice item analysis using psychometric data and how to design effective essay questions that assess student knowledge. The final session will concentrate on methods to connect program evaluation to continuous quality improvement.
It is often said that medicine and healthcare is both a science and an art. Likewise, teaching is often referred to as both a science and an art, and the same can said specifically in reference to teaching in medical science education, or health professions education. But before good teaching can occur, it is important to examine the process of developing of learning experiences through systematic instructional design. "What do you want your students to know?" "What do you want them to be able to do?" "How do you gauge or calibrate the complexity of learning?" This web audioseminar will enable participants to thoughtfully answer these questions, by introducing them to the juxtaposed perspectives of the iterative 5-step Dick and Carey model, and Wiggins & McTighe's Backward Design Model of instruction design (ID). The session will connect these instructional design paradigms to Bloom's Taxonomy so that participants will be able to think globally about systematic instructional design in the context of cognition or learning domains. Participants will be introduced to designing instruction in a methodical, step-by-step, iterative way that allows them to calibrate instruction involving varying levels of complexity. This session will also allow participants to see how designing good instruction can also begin with using learning objectives and goals as a guiding map to help design specific pieces of instruction. Participants will learn how good instructional design can--and should--bridge, or align, learning objectives with assessment in the instructional process.
- Gagne, R., Briggs, L., & Wager, W. (1992). Principles of Instructional Design, 4th ed. Forth Worth, TX: HBJ College Publishers.
- Dick, W., Carey, L., & Carey, J. (2009). The Systemic Design of Instruction, 8th ed. Boston, MA: Pearson.
- Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A.,Mayer, R. E., Pintrich, P. R., Raths, J., and Wittrock, M. C. (2001). A Taxonomy for Learning, Teaching, and Assessing-A Revision of Bloom’s
- Taxonomy of Educational Objectives. Bsoton, MA: Pearson.
- Wiggins, G. & McTighe, J. (2005). Understanding By Design, 2nd. Ed. Upper Saddle River, NJ: Pearson Education.
Michelle Yoon, PhD
Dr. Yoon is Assistant Dean of Assessment, and Assistant Professor in the Department of Medicine at Uniformed Services University of the Health Sciences (USUHS) in Bethesda, MD. There, she directs program evaluation for UME, teaches Instructional Design/Curriculum Development courses in the Health Professions Education graduate program, chairs the Assessment Committee, and is on the Long Term Career Outcomes Study research team. Her eight years in Medical Education encompass medical school instructional design and curriculum development, program evaluation, student assessment, and educational research.
Dr. Yoon holds a PhD. from the University of Virginia in Educational Psychology with minors in 1) Gifted Education, and 2) Educational Research, Statistics, and Evaluation. Prior to joining faculty at USUHS, she was the Instructional Designer at the University of Virginia (UVA) School of Medicine, where she was a Co-PI on a project examining Biochemistry-related preparation and learning needs among first year students. Previous to that, she was a post-doctoral educational researcher and curriculum evaluator at UVA.
Dr. Yoon has published on team-based learning, medical student communication skills, and student learning and development through curriculum change. She has nationally and internationally on topics related to curriculum design, team-based learning, and the learning needs of incoming medical students, and talent development/giftedness in the context of young adults in the health professions.
Prior to receiving her PhD, Dr. Yoon was a college and university career counselor, and a vocational rehabilitation counselor, and holds her MEd in Counseling and Higher Education Student Affairs Administration from the University of Virginia.
- 1.00 CE Contact Hour(s)