Transcript Cary Engleberg, M.D. Professor of Internal Medicine University of Michigan Medical School Unless otherwise noted, the content of this program is licensed under the.

Cary Engleberg, M.D.
Professor of Internal Medicine
University of Michigan Medical
School
Unless otherwise noted, the content of this program is licensed under the terms of a Creative
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© 2009, Cary Engleberg
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• To inform or demonstrate to the learner
– more passive learning
– engage with optional links for deeper learning
– intensive use of media required
• To elicit performance (e.g., thinking, problem
solving) from the learner
– Requires interactivity
– Elicits actions on the part of the learner
– May also include media components
• A combination of both?
• Primary audience
– Direct content to this level
• Who else might benefit?
– Would a pre-assessment quiz
select those who might benefit
from the program?
• State the learning objectives
– in text, video, or both
– at least 3; no more than 10
• Optional learning aids
– Key Points for Learning
– outline of the topic
• Danger: Don’t provide the students with
notes; provide a structure to take notes in
• Present the main content
– Avoid lengthy text
– Limit “talking head videos” to ~2 minutes each
– Break demonstration videos into conceptual steps
– For lectures, limit the amount of information on
individual slides (~ 1-2 minutes/slide)
– For cases interactions, force the learning to make
meaningful choices.
• Positive reinforcement for correct responses
• No negative reinforcement for wrong answers
• Self-assessment
– Helps the student consolidate and reflect on what
they have learned
– Helps the student recognize points that they
missed and should repeat.
• Feedback
– In the best of circumstances, a student evaluation
of the program would be desirable.