Application of Gagne’s instructional design model to impart theoretical knowledge-based outcomes in physiology

Abstract

Robert Gagne's instructional design is based on the information-processing model of the mental events that occur when adults are presented with various stimuli. The main objective is to produce efficient teaching-learning materials, which facilitate learning, and supports a learner-centered and outcomes-based approach to education.

In the field of medical education, many articles have been published outlining the teaching of procedural skills and communication skills using Gagne’s template. However, examples of published work documenting the application of the instructional design in teaching the traditional theoretical topics are limited.

Using the Gagne’s template, the author designed and implemented a lesson plan to instruct second year medical students on the topic “Regulation of respiration” incorporating a wide variety of teaching styles and methods for effective knowledge dissemination. This physiology theory topic was taught at the end of the module on respiratory system.

Applying Gagne’s nine step instructional model to any theory or skill based topic in physiology is an excellent way to ensure an effective and systematic learning program and can be used creatively for achieving intellectual outcomes.