ArticleTrends in anaesthesia & critical care2020
Using Gagné's "Instructional Design" to teach clinically applicable knowledge in small groups.
Article in Trends in anaesthesia & critical care, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
5 citing papers in PubMed.
- Enhancing anesthesia monitoring training: a SPOC and Gagné's model hybrid personalized by artificial intelligence.BMC medical education · 2026Trial
- Impact of instructional design on students' critical thinking and engagement in online English reading classes: mediating role of motivation and moderating role of language proficiency.Frontiers in psychology · 2025Article
- An Interprofessional Faculty Development Program for Workplace-Based Learning.Perspectives on medical education · 2024Article
- A case study: a continuous improvement project of lecturing skills for clinical teachers in Chinese residency standardized training.BMC medical education · 2022Article
- The effect of multi-stage mobile training based on Gagne instructional design on learning, retention, and satisfaction of health volunteers.Journal of education and health promotion · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Anesthesia trainees are expected to perform tasks under non-direct supervision as soon as possible in their clinical training. Often they rely on only superficial rote learning, which might lead to medical errors. We have developed a lesson plan that is based on this educational need using Gagné's Instructional Design for the example of teaching the complex preoperative management of diabetic patients. Our aim was to use Gagne's approach successfully for the teaching of non-procedural skills. Methods: We implemented a comprehensive lesson plan that was developed on the example of a clinical pattern - the preoperative assessment of diabetic patients - using Gagné's systematic nine-step model of instruction design. After the lesson, we analysed the trainees' opinions with the use of a standardized questionnaire. Results: Nine trainees with 2.1 ± 0.8 years of anesthesia experience attended the lesson. The assessment of knowledge revealed in 82% the correct answers to the treatment options, and the residents' overall view on the lecture concept were 4.8 ± 0.3 for lecture concept and realization and 4.7 ± 0.5 regarding motivation, participation and climate. Conclusions: Applying Gagné's Instructional Design model guides seems to effectively guide the development of a comprehensive lesson plan to teach non-procedural skills in a small group setting.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.