The Development Study of a Medical Ethics Education Program by Using Simple ISD Model.
- Author:
Young Jon KIM
1
;
Hyoo Hyun YOO
;
Chan Uhng JOO
Author Information
1. Department of Education, Seoul National University, Seoul, Korea.
- Publication Type:Original Article
- Keywords:
Simple instructional systems design;
Medical ethics;
Program development
- MeSH:
Achievement;
Ethics, Medical;
Focus Groups;
Learning;
Program Development;
Schools, Medical
- From:Korean Journal of Medical Education
2011;23(3):185-192
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: Simple instructional systems design (ISD) model is based on a fast development, usability test, and continuos feedback, which are necessary for educational program development in medical school. This study aims to figure out the usability of Simple ISD model for a medical ethics education program by describing a developmental details of each phase and its evaluation results. METHODS: Research has been conducted in two steps. First, while researchers participated in the program development by using Simple ISD model, we collected empirical data of each development activities. Second, the developed program was evaluated by students' web-based usability test, a 8-students' focus group interview and 5 faculty members' individual interviews in 4 domains; learning contents, instructional methods and strategies, achievement evaluation, and self-evaluation. RESULTS: Following the circular process of analysis, design, development, and usability test of Simple ISD model, a 10-week medical ethics program covering 9 instructional topics was developed. The average points of response on the developed medical ethics program in 2008 and 2009 are increased from 3.96 to 4.59 and 4.41, respectively. The prospects and limitations of the program are discussed. CONCLUSION: From a development study of the medical ethics program by using Simple ISD model, we could implement a more usable medical ethics program, and found 4 different usability of the Simple ISD model; the rapid development of educational program, program improvement by continuous feedback, faculty members' engagement in instructional design, and professional development of the faculty members.
