Develop open, reusable, generalizable CBL platforms for specific learning contexts instead of building closed systems from scratch¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The review's platform-development recommendation: over 25 platforms were built specifically for medical education with significant overlap in goals and features, so "it would be worthwhile for researchers to try to develop open and generalizable systems addressing specific learning contexts that can be reused by researchers from other medical schools." It prefers pluggable modules for mainstream learning management systems and reusable learning objects over closed systems.

Design Implications¶

Context¶

Requirements¶

• Platforms should address specific learning contexts and be reusable across medical schools; pluggable modules for mainstream learning management systems are preferred

Constraints¶

• Grounded in the 2003–2013 medical education literature the review analyzed

Target Learners¶

• medical students
• medical residents

Target Learning Goals¶

• efficient development of medical education software

Claims¶

• Instructional design principles are rarely reported in medical CBL software, with the media principle most common at 29.5% of studies [+W]

Related Strategies¶

• Develop and validate a reusable, cost-effective, high-fidelity training platform and build homogeneous assessment tools for aneurysm clipping simulation
• Development strategies targeting AI virtual patient limitations: expert-reviewed content, iterative prompt engineering, behavioral rules, few-shot prompting, and conversational memory

Examples¶

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Key Sources¶

• Taveira-Gomes T, Ferreira P, Taveira-Gomes I, Severo M, Ferreira MA. (2016). What Are We Looking for in Computer-Based Learning Interventions in Medical Education? A Systematic Review. Journal of Medical Internet Research. https://doi.org/10.2196/jmir.5461