gms | German Medical Science

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA)

19.09. - 22.09.2018, Wien, Österreich

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Using the four-component instructional design model

Meeting Abstract

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  • presenting/speaker J. van Merriënboer - Maastricht University, Maastricht, Netherlands

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA). Wien, 19.-22.09.2018. Düsseldorf: German Medical Science GMS Publishing House; 2018. DocKW03

doi: 10.3205/18gma008, urn:nbn:de:0183-18gma0087

Published: September 19, 2018

© 2018 van Merriënboer.
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 License. See license information at http://creativecommons.org/licenses/by/4.0/.

Outline

Text

In this workshop, I will briefly introduce the main principles of four-component instructional design and illustrate how these principles are applied in MaRBLe projects, that is, honors programs at Maastricht University that offer research-based learning experiences to students at the bachelor level. For each of the principles, the audience will be asked

1.
if and how they could use or implement this principle in their own context,
2.
what barriers they envision for using the principle, and
3.
what strategies could possibly help to remove those barriers.
Outline

References

1.
Bastiaens E, van Tilburg J, van Merrienboer JJ. Research-based learning: Case studies from Maastricht University. Cham, Switzerland: Springer Nature; 2017.
2.
Van Merrienboer JJ, Kirschner PA. Ten steps to complex learning. 3rd rev. Ed. New York: Routledge; 2018.