Applying Principles of Instructional Design to a Medical School Course in Psychiatry
Abstract
Modern principles of instructional design were applied by the authors to an undergraduate medical school course in psychiatry with extremely promising results. The authors presented a description of the program design and instructional techniques to second-year medical students, emphasizing in a specific way the development and implementation of learning objectives. It was found that these instructional methods led both to increased perceived learning and greater actual learning.
Access content
To read the fulltext, please use one of the options below to sign in or purchase access.- Personal login
- Institutional Login
- Sign in via OpenAthens
- Register for access
-
Please login/register if you wish to pair your device and check access availability.
Not a subscriber?
PsychiatryOnline subscription options offer access to the DSM-5 library, books, journals, CME, and patient resources. This all-in-one virtual library provides psychiatrists and mental health professionals with key resources for diagnosis, treatment, research, and professional development.
Need more help? PsychiatryOnline Customer Service may be reached by emailing [email protected] or by calling 800-368-5777 (in the U.S.) or 703-907-7322 (outside the U.S.).